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MIRA EXPRESS 2 CD SoW

SCHOOL: YEAR:DATE: CLASS:

MIRA EXPRESS 2 Módulo 1 Mi vidaUnidad 1 Presentaciones (pp. 6–7)

Framework objectives

Launch: 8W5 Verb tenses (present tense); 9W3 Words about languageReinforce: 8W4 Word endings; 8S4 Question types; 8C3 Daily life and young people

Lesson starters Starter 1: Revising some high-frequency regular verbs and the concept of verb endingsStarter 2: Reintroducing me gusta and me gustan (etc.) with nouns; applying a pattern to new language

Plenary Summarising and practising me gusta/me gustan and related expressions (team game)

Learning targets Talking about activitiesExpressing opinions using me gusta …

Grammar Present tense (I/you singular forms)– -ar verbs– irregular verbs salir, hacer, ir

Verb structures which change with plural nouns: (no) me gusta(n), me encanta(n), me interesa(n)

Skills(Programmes of study)

NC levels 2–4

PoS2i summarise and report4b communicate with native speakers5b respond to classroom events5c express feelings and opinions5h use language for real purposes

Contexts Personal and social life: free time and social activities

Learning outcomes … Listening and responding

AT1/2–3

Understand listening text about free-time activitiesUnderstand listening texts featuring opinions on free-time activities

Speaking AT2/3–4

Ask and answer questions on free-time activities (including opinions)

Reading and respondingWriting AT4/3 Write a short text on free-time activities

Key language ¿Qué haces en tu tiempo libre?Bailo.

Chateo por internet.Escucho música.Hago deporte.Juego con el ordenador.Mandomensajes.Salgo con mis amigos.Voy de compras.

¿Qué te gusta?Me gusta…Me interesa …Me encanta …el fútbol/ la música/la nataciónMe gustan …Me interesan …Me encantan …los cómics/los videojuegos/las hamburguesas

¿Qué no te gusta?No me gusta la música.Odio el fútbol.No me interesan los cómics.

High-frequency words

el, la, los, lasme, teconenyperono¿cómo?¿cuántos?¿qué?tambiénhacer (hago, haces)escuchar (escucho, escuchas)jugar (juego)ir (voy, vas)tener (tienes)

ICT opportunities E-mail contact with a Spanish school

Differentiation Reinforcement: Cuaderno A, p. 2Pupil’s Book, Gramática, p. 20, exs 1–2Pupil’s Book, Te toca a ti, p. 114, ex. 1

Extension: Cuaderno B, p. 2

Literacy Verb formsCitizenshipResources CD 1 tracks 000; Cuadernos A and B, p. 2

HomeworkNotes Further information on the irregular verbs hacer, salir and ir

in Pupil’s Book, Gramática 4.2 (d)

Assessment for learning:

Resource & Assessment Module 1 Gramática Worksheet The present tense of regular and irregular verbs



MIRA EXPRESS 2 Módulo 1 Mi vidaUnidad 2 Mis amigos (pp. 8–9)


Reinforce: 8S1 Word, phrase and clause sequencing; 8T7 Checking inflections and word order

Lesson starters Starter 1: Introducing adjectives for describing people; using strategies to work out new vocabularyStarter 2: Reviewing high-frequency irregular verbs ser and tener

Plenary Reviewing the vocabulary of the unitDeveloping vocabulary learning strategies

Learning targets Describing friends using adjectivesUsing y, pero, también, nunca

Grammar Adjective agreement (all forms)Present tense of ser/tener (full paradigm)


NC levels 2–4

PoS1b apply grammar3a memorise words and phrases3c knowledge of language5a communicate in pairs, etc.

Contexts Personal and social life: self, family and personal relationships


AT1/2–4

Understand listening texts on personal characteristicsNote key words (y, pero, no, también and nunca) when listeningUnderstand listening text on physical characteristics (hair/eyes)Understand listening text describing friend in detail

Speaking AT2/3 Ask and answer questions to identify people in the class

Reading and respondingWriting AT4/4 Write a dialogue describing a friend

Key language ¿Cómo es (tu mejor amigo/a)?Es …alto/abajo/adelgado/aguapo/a

¿Cómo es de carácter?

Es …No es …Nunca es …divertido/ageneroso/ahablador(a)inteligenteperezoso/aserio/a

¿Cómo es su pelo?Tiene el pelo …castaño/negro/pelirrojo/rubiocorto/largo/ondulado

¿De qué color son sus ojos?Tiene los ojos …azules/grises/marrones/verdes


un, unael, losmi, tu, susedeyperonosí¿cómo?¿cuántos?tambiénsertenernunca

ICT opportunitiesDifferentiation Reinforcement: Cuaderno A, p. 3

Extension: Cuaderno B, p. 3Pupil’s Book, Te toca a ti, p. 115, exs 1–3

LiteracyCitizenshipResources CD 1 tracks 000; Cuadernos A and B, p. 3; Flashcards 1–10

HomeworkNotes Further information on agreement of adjectives in Pupil’s Book,

Gramática 3.1, and on the irregular verbs ser and tener in Pupil’s Book, Gramática 4.2 (d)

Assessment for learning:Resource & Assessment Module 1 Gramática Worksheet The present tense of the irregular verbs ser (to be) and tener (to have)



MIRA EXPRESS 2 Módulo 1 Mi vidaUnidad 3 Tu nacionalidad (pp. 10–11)


Reinforce: 8W1 Adding abstract words; 8T2 Expression in text; 8T3 Language and text types

Lesson starters Starter 1: Using reading strategies to work out new vocabularyStarter 2: Revising descriptions of how people look; revising adjective agreement and position

Plenary Introducing the Mini-test featureDeveloping techniques to identify and tackle areas of weakness

Learning targets Understanding nationalitiesWriting an extended text

Grammar Adjective agreement: nationalities


NC levels 2–4

PoS1a sounds and writing2j redraft and improve writing3c knowledge of language5f use language creatively



AT1/2–4

Understand listening text on nationalitiesUnderstand listening text giving a range of personal details

Speaking AT2/2, 4

Ask and answer questions to identify people from their nationalities

Reading and responding

AT3/4 Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, etc.)

Writing AT4/4 Write a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, etc.)

Key language ¿Cuál es tu nacionalidad?Soy …argentino/achileno/acolombiano/aescocés/escocesaespañol(a)estadounidensegalés/galesa

inglés/inglesairlandés/irlandesamexicano/a


de¿cómo?¿cuál?¿cuántos?¿qué?ser (soy)yperotambién

ICT opportunities Word-processing

Differentiation Reinforcement: Cuaderno A, p. 4Pupil’s Book, Gramática, p. 20, ex. 3Pupil’s Book, Te toca a ti, p. 114, ex. 2


Literacy Evaluating and improving written work

CitizenshipResources CD 1 tracks 000; Cuadernos A and B, p. 4

HomeworkNotes Further information on nationalities in Pupil’s Book, Gramática

3.1



MIRA EXPRESS 2 Módulo 1 Mi vidaUnidad 4 ¿Adónde vas? (pp. 12–13)


Launch: 8W5 Verb tenses (near future tense)Reinforce: 8S8 Using high-frequency words & punctuation clues; 8L3 Relaying gist & detail

Lesson starters Starter 1: Revising vocabulary for places in town; using reading strategies to work out new vocabularyStarter 2: Revising the present tense of ir

Plenary Summarising and practising the near future tense

Learning targets Talking about places in townUsing the near future tense

Grammar a + el = alThe near future tense


NC levels 2–5

PoS1b apply grammar2b pronunciation and intonation5a communicate in pairs, etc.5c express feelings and opinions

Contexts The world around us: home town and local areaPersonal and social life: free time and social activities


AT1/2, 4

Understand listening texts about places in a town/activities

Speaking AT2/3 Prompt with a place + present tense and respond with an activity + near future tense


AT3/3, 5

Understand a text detailing what someone is going to do during the coming week

Writing AT4/1, 4–5

Write a list of infinitives used in sentences featuring the near future tenseWrite a longer text describing what they are going to do during the coming week

Key language ¿Adónde vas?Voy …al centro comercialal cineal estadioal parqueal salón recreativoa la bolera

a la discotecaa la playa

¿Qué vas a hacer?Voy a …bailarir de comprasjugar al fútboljugar al futbolínjugar a los bolostomar el solver un partido de fútbolver una película

el lunesel martesel miércolesel juevesel viernesel sábadoel domingo


el, la, losun, unaa (a, al)de¿qué?hacerverir (voy, vas)jugartomar


Pupil’s Book, Gramática, p. 21, exs 4–5Pupil’s Book, Te toca a ti, p. 114, ex. 3

Extension: Cuaderno B, p. 5Cuaderno A, ¡Extra! 1, p. 7

Literacy Verb tensesUsing reference materials


HomeworkNotes Further information on al in Pupil’s Book, Gramática 5, and on

the near future tense Pupil’s Book, Gramática 4.3

Assessment for learning:Resource & Assessment Module 1 Gramática Worksheet The near future tense



MIRA EXPRESS 2 Módulo 1 Mi vidaUnidad 5 Una entrevista (pp. 14–15)


Launch: 8S7 Present, past and futureReinforce: 8W2 Connectives; 8W5 Verb tenses (present and future tenses); 8L2 Media listening skills

Lesson starters Starter 1: Practising forming the near future tenseStarter 2: Practising using the near future tense

Plenary Quiz using the Resumen section to review key points of the module (team activity)Introducing the Resumen section as a self-testing resource

Learning targets Doing an extended interviewUsing the present and the near future tenses together

Grammar The present and near future tenses


NC levels 4–5

PoS1c use a range of vocab/structures2a listen for gist and detail2d initiate/develop conversations2h scan texts



AT1/4 Understand an interview where personal details and details of daily routine are givenUnderstand a listening text about plans for tomorrow

Speaking AT2/5 Ask and answer questions in an interview context, giving personal details and details of daily routine and plans for tomorrow


AT3/5 Understand a longer text covering a range of topics (personal details, character/physical description, free-time activities, daily routine, plans for tomorrow, etc.)

Writing AT4/5 Writing sentences about their own daily routine and plans for tomorrow

Key language Language from the module

¿A qué hora te levantas/acuestas?Me levanto/Me acuesto a las …¿Qué haces en tu tiempo libre?normalmentepor la mañanapor la tardeluegodespués

juego/voy …¿Qué vas a hacer mañana?Mañana voy a jugar/ir …


la, lastetuameconenpor¿qué?mañanaluegohacer (hago)ir (vas, voy)jugar (juego)salir (salgo)ver (veo)


Pupil’s Book, Gramática, p. 21, ex. 6

Extension: Cuaderno B, p. 6Cuaderno A, ¡Extra! 2, p. 8Cuaderno B, ¡Extra! 1 and 2, pp. 7–8Pupil’s Book, ¡Extra!, pp. 18–19

Literacy Verb tenses


HomeworkNotes Further information on the present tense in Pupil’s Book,

Gramática 4.2, and the near future tense in Pupil’s Book, Gramática 4.3

Assessment for learning:Pupil’s Book, Resumen, p. 16; Cuadernos A and B, Resumen, p. 9Pupil’s Book, Prepárate, p. 17; Cuadernos A and B, ¡Extra! 1 and 2, pp. 7–8Resource & Assessment Module 1 Gramática Worksheets Reflexive verbs and Contrasting the present and the near future tenses



MIRA EXPRESS 2 Módulo 2 ¡Diviértete!Unidad 1 La televisión (pp. 24–25)


Reinforce: 8S2 Connectives in extended sentences; 8S6 Substituting and adding; 8L6 Expression in speech

Lesson starters Starter 1: Introducing the vocabulary for television programmes; using strategies to work out new vocabularyStarter 2: Practising adjective agreement; applying recognised patterns to new language

Plenary Summarising and practising adjective endings; expressing an opinion using porque and giving a reason for it

Learning targets Talking about television programmesGiving opinions using adjectives

Grammar Agreement (nouns, verbs, adjectives)


NC levels 3–5

PoS1b apply grammar2d initiate/develop conversations2f adapt previously learned language3b interpret meaning3c knowledge of language4a work with authentic materials5c express feelings and opinions



AT1/3, 5

Understand a listening text about different people’s favourite types of television programme.Understand a listening text and note specific television programme names.Understand a conversation about what’s on television.

Speaking AT2/4–5

Ask and answer questions about favourite types of television programme, giving reasons.Discuss what programmes they are going to watch, giving opinions and reasons.


AT3/3 Understand a text in which someone gives his opinion of different types of television programme and explains the reasons.

Writing AT4/4 Write eight sentences about the television programmes they like, giving opinions and reasons.

Key language ¿Cuál es tu programa favorito?Mi programa favorito se llama …Es …

un programa de músicaun programa de deporteun programa de telerealidadun concursoun documentaluna comediauna serie de policíasuna telenovelael telediarioel tiempo

¿Por qué te gusta?Porque es …

Prefiero/Me encantan/gustan/interesan …Odio/No me gustan …los concursos/las comedias/los programas de deporte porque son …emocionantesdivertidos/asinteresanteseducativos/asinformativos/asaburridos/asmalos/astontos/as

¿Qué ponen ?¿Qué vamos a ver ?Hay/Ponen (un documental).


un, unalos, lasademi, tute, se¿cuál?¿por qué?¿qué?porquenoir (vamos)ser (es, son)verhay

ICT opportunities Internet research

Differentiation Reinforcement: Cuaderno A, p. 00Pupil’s Book, Gramática, p. 38, ex. 1

Extension: Cuaderno B, p. 00Pupil’s Book, Te toca a ti, p. 117, ex. 1

LiteracyCitizenship

Resources CD 1 tracks 000; Cuadernos A and B, p. 00

HomeworkNotes Assessment for learning:

Resource & Assessment Module 2 Gramática Worksheet Making adjectives agree (1)



MIRA EXPRESS 2 Módulo 2 ¡Diviértete!Unidad 2 Las películas (pp. 26–27)


Launch: 9W2 Connectives in complex sentences; 9W3 Words about language; 9C3 Youth attitudes to sport/popular culture

Reinforce: 8L4 Extending sentences

Lesson starters Starter 1: Revising comparativesStarter 2: Reviewing comparatives; revising the vocabulary for types of films

Plenary Summarising and practising comparatives

Learning targets Talking about filmsComparing things using más … que (more … than)

Grammar Comparatives


NC levels 3–5

PoS1b apply grammar2f adapt previously learned language4b communicating with native speakers4d knowledge of experiences and perspectives5a communicate in pairs, etc.5c express feelings and opinions

Contexts Personal and social life: free time and social activities Learning outcomes … Listening and responding

AT1/3–4

Understand people saying what type of films they likeUnderstand people comparing different types of films using comparatives

Speaking AT2/4 Ask and answer questions about film preferences, giving reasons using comparatives


AT3/4–5

Understand statements comparing different types of films using comparativesUnderstand a detailed text about film preferences, featuring comparatives

Writing AT4/4–5

Write sentences comparing different types of films using comparativesWrite a text talking about plans to go to the cinema, including opinions and comparisons

Key language ¿Qué tipo de películas (no) te gustan?(No) Me gusta …los dibujos animadoslas películas de amor

las películas de acciónlas películas de terrorlas películas de ciencia-ficciónlas películas de guerralas películas del Oestelas películas de artes marcialeslas comedias

más … que/menos … quemejor(es)/peor(es)


los, lasme, tedeno¿qué?quemásmenosmejor

ICT opportunities E-mail contact with a Spanish schoolDifferentiation Reinforcement: Cuaderno A, p. 00



Literacy Comparatives

Citizenship Cultural knowledge


HomeworkNotes Further information on comparatives in Pupil’s Book,

Gramática 3.3




MIRA EXPRESS 2 Módulo 2 ¡Diviértete!Unidad 3 ¿Te gustaría ir a la bolera? (pp. 28–29)


Launch: 8C5 Colloquialisms; 9W5 Verbs tenses (+ conditional) (conditional)Reinforce: 8S5 Negative forms and words8L5 Unscripted speech

Lesson starters Starter 1: Using reading strategies to work out new vocabularyStarter 2: Revising the vocabulary for the days of the week

Plenary Using the Mini-test to review the language of the unitIdentifying resources for support in learning

Learning targets Inviting someone to go outAdding expression to your spoken Spanish

Grammar Using prepositions (including a + el = al, de + el = del)¿Te gustaría … ? + the infinitive


NC levels 4–5

PoS1c use a range of vocab/structures2c ask and answer questions2f adapt previously learned language2i summarise and report3b interpret meaning3c knowledge of language5i work in variety of contexts


AT1/4 Understand a listening text in which people arrange to go out (noting details of the arrangements)Note a range of key words when listening

Speaking AT2/4 Make up dialogues making arrangements to go out


AT3/5 Understand a text (online chat) where two people discuss arrangements to go out

Writing AT4/4–5

Write a dialogue between two people chatting online

Key language ¿Te gustaría … ?..ir al parque.. ir a la bolera.. ir de compras

¿A qué hora?

a la unaa las tresa las cinco y cuartoa las seis y mediaa las siete menos cuartoa las ochoa las nueve

¿Dónde quedamos?delante de la discotecadetrás del centro comercialen el parqueen la boleraen la calleen tu casa

De acuerdo.Vale.Muy bien.No tengo ganas.¡Ni hablar!¡Ni en sueños!Bueno …Pues …A ver …Hasta luego.Adiós.Hasta pronto.


el, la, lasa (al)de (del)entetuymuynobueno¿dónde?¿qué?irmenos



Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 1, p. 17

Literacy PrepositionsRecognising features of different text types


HomeworkNotes Further information on prepositions in Pupil’s Book, Gramática

5

Assessment for learning:Pupil’s Book, Mini-test, p. 29



MIRA EXPRESS 2 Módulo 2 ¡Diviértete!Unidad 4 No puedo … (pp. 30–31)


Reinforce: 8W8 Non-literal meanings; 8S3 Modal verbs; 8C4 Poems, jokes, songs & stories

Lesson starters Starter 1: Introducing the concept of non-literal meanings; using reading strategies to work out new languageStarter 2: Reintroducing the concept of stem-changing verbs

Plenary Summarising (and testing) the stem-changing verbs querer and poderReviewing the language for excuses (team game)

Learning targets Making excusesUsing querer and poder

Grammar tener/tengo quepoderquerer


NC levels 2–4

PoS2c ask and answer questions2i summarise and report3b interpret meaning3d use dictionaries5i work in variety of contexts


AT1/2–4

Understand listening texts about excuses for refusing an invitationUnderstand a song about excuses for refusing an invitation

Speaking AT2/3 Make up dialogues inviting someone out/refusing an invitation


AT3/4 Identify the Spanish for English words using the context of a longer text

Writing AT4/4 Write a sentence, using connectives/time phrases to make it as long as possible

Key language ¿Quieres …?chatear por internetir a la discotecair de comprasjugar a los bolosjugar al fútbolsalirver un partido de fútbol

ver una películaLo siento, no puedo.No puedo salir¿Por qué?Porque …no quierono tengo dinerono tengo tiempoTengo que …hacer mis debereslavarme el peloordenar mi dormitoriopasear al perro


el, la, losun, unami, misa (al)deporporqueluegodespuésno¿por qué?hacerirjugarpoderquerertener (tengo)vermás


Pupil’s Book, Gramática, p. 39, exs 4–5Pupil’s Book, Te toca a ti, p. 116, exs 1, 3

Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 2, p. 18Cuaderno B, ¡Extra! 1, p. 17

Literacy Using reference materials

CitizenshipResources CD 1 tracks 000; Cuadernos A and B, p. 00; Flashcards 21–28

HomeworkNotes Further information on tener/tener que in Pupil’s Book,

Gramática 4.2 (d), and on poder/querer in Pupil’s Book, Gramática 4.2 (b)

Assessment for learning:Resource & Assessment Module 2 Gramática Worksheet poder and querer



MIRA EXPRESS 2 Módulo 2 ¡Diviértete!Unidad 5 Tengo un problema … (pp. 32–33)

Framework objectivesLesson starters Starter 1: Revising expressions followed by the infinitive

Starter 2: Practising using le gusta + infinitive and le gusta(n) + noun

Plenary Summarising and practising le gusta/le gustan

Learning targets Saying what someone else likes or dislikesUsing phrases with infinitives

Grammar Expressions + infinitive (me gustaría, etc.)A (Sergio) (no) le gusta …Possessive adjectives (mi(s)/tu(s)/su(s))


NC levels 4–5

PoS2h scan texts3d use dictionaries5a communicate in pairs, etc.5f use language creatively



AT1/5 Understand a longer listening text in which a boy is arguing with his mother

Speaking AT2/4–5

Read aloud a dialogue, playing the different partsAsk and answer questions on a reading text


AT3/5 Understand a series of short texts in which people ask for/are given adviceIdentify the Spanish for English words using the context of a series of short texts

Writing AT4/4–5

Write a letter describing a problem

Key language Tengo un problema.¿Qué voy a hacer?Mi madre es muy severa.Me gusta así.Mi padre dice que...Soy demasiado joven.¿Qué le puedo decir a mi madre?

Tienes que hablar con tus padres.

Es tu responsabilidad.Estoy de acuerdo con tu padre.Eres demasiado joven para ir a la discoteca.Tienes que pensar en tu hermano.Tienes que presentar el amigo a tu madre.Tienes que salir más.


el, lamemi, mistu, tusadeenmuyqueconpara¿qué?hablarhacerestar (estoy)ir (voy)ser (soy, eres, es)tener (tengo, tienes)más


Pupil’s Book, Gramática, p. 39, exs 6–7

Extension: Cuaderno A, p. 00Cuaderno B, ¡Extra! 2, p. 18Pupil’s Book, ¡Extra!, pp. 36–37Pupil’s Book, Te toca a ti, p. 117, ex. 3

Literacy Possessive adjectivesUsing reference materialsRecognising the features of different text types


HomeworkNotes Further information on le gusta/le gustan in Pupil’s Book,

Gramática 4.7, and on possessive adjectives in Pupil’s Book, Gramática 3.5

Assessment for learning:Pupil’s Book, Resumen, p. 34; Cuadernos A and B, ResumenPupil’s Book, Prepárate, p. 35; Cuadernos A and B, ¡Extra! 1 and 2, pp. 00Resource & Assessment Module 2 Gramática Worksheet Expressions followed by an infinitive



MIRA EXPRESS 2 Módulo 3 Mis vacacionesUnidad 1 ¿Adónde fuiste? (pp. 42–43)


Launch: 8W5 Verb tenses (preterite of ir & ser); 9W1 Word discrimination; 9C4 Well-known features of the country; 9C5 Region of the country

Reinforce: 8T1 Meanings in context; 8T5 Writing continuous text

Lesson starters Starter 1: Reintroducing country namesStarter 2: Revising giving opinions in the past

Plenary Reviewing expressions using fui and fuePractising using the preterite to talk about a holiday in the past

Learning targets Describing past holidaysUsing the preterite of ser and ir

Grammar The preterite (ser, ir)


NC levels 2–5

PoS1a sounds and writing2a listen for gist and detail2b pronunciation and intonation3c knowledge of language3d use dictionaries5c express feelings and opinions5e use a range of resources

Contexts Personal and social life: holidays and special occasions

Learning outcomes …

Listening and responding

AT1/2–3, 5

Understand a listening text about countries/opinions of trips to those countriesUnderstand a listening text about means of transportUnderstand a listening text in which people give details of holidays in the past

Speaking AT2/3 Make up dialogues about holidays in the past


AT3/5 Understand a text about holidays in the past (destination, opinion, etc.)

Writing AT4/4 Write a description of a holiday in the past

Key language ¿Adónde fuiste de vacaciones?el año pasado

Fui a … de vacaciones.Alemania

ArgentinaCubaEscocia

EspañaFranciaGalesGreciaInglaterraIrlandaItaliaMéxicoPortugalRepública Dominicana

¿Cómo fue?Fue …estupendogenialguayaburridohorribleun desastre

¿Cómo fuiste?Fui …en autocaren aviónen barcoen bicicletaen cocheen monopatínen trena pie


el, launmi, misadeen¿cómo?ir (preterite)ser (preterite)

ICT opportunities Presentation using a presentation package




CitizenshipResources CD 2 tracks 000; Cuadernos A and B, p. 00; Flashcards 29–36


Resource & Assessment Module 3 Gramática Worksheet The preterite of ir (to go) and ser (to be)



MIRA EXPRESS 2 Módulo 3 Mis vacacionesUnidad 2 ¿Qué hiciste? (pp. 44–45)


Launch: 8W5 Verb tenses (preterite -ar verbs)Reinforce: 8W6 Sound–spelling exceptions; 8T6 Text as model and source

Lesson starters Starter 1: Revising the vocabulary for holiday activities; applying recognised patterns to new languageStarter 2: Practising the preterite of -ar verbs (1st person) and fui; applying recognised patterns to new language

Plenary Reviewing how the I form of -ar verbs in the preterite is formedPractising vocabulary for describing holiday activities using the preterite

Learning targets Saying what you did on holidayUsing the preterite of -ar verbs

Grammar The preterite (-ar verbs)


NC levels 3–5

PoS1a sounds and writing1b apply grammar2f adapt previously learned language2j redraft and improve writing5e use a range of resources5i work in variety of contexts

Contexts Personal and social life: free time and social activitiesPersonal and social life: holidays and special occasions



AT1/3–5

Understand listening texts about holiday activities in the pastListen to check answers to a reading activity

Speaking AT2/3 Make up dialogues about activities in the past


AT3/5 Reorder segments of text logicallyIdentify the correct question for each paragraph of a reading text

Writing AT4/4–5

Write a longer text introducing themselves and describing a holiday in the past

Key language Bailé.Descansé.Escuché música.

Fui de excursión.Jugué al voleibol enla playa.Mandé mensajes.Monté en bicicleta.Saqué fotos.Tomé el sol.Visité monumentos.

Fui a Barcelona.el museo Picassoel acuarioel Tibidabola Villa Olímpicala playa de la Barcelonetael mar


laa (al)deenescuchar (escuché)ir (fui)jugar (jugué)tomar (tomé)

ICT opportunities Word-processing

Differentiation Reinforcement: Cuaderno A, p. 00Pupil’s Book, Gramática, pp. 56–57, exs 2–4Pupil’s Book, Te toca a ti, p. 118, exs 2–3

Extension: Cuaderno B, p. 00Cuaderno B, ¡Extra! 1, p. 27Pupil’s Book, Te toca a ti, p. 119, exs 1, 3

Literacy Evaluating and improving written work


HomeworkNotes Further information on the preterite in Pupil’s Book, Gramática

4.4

Assessment for learning:Resource & Assessment Module 3 Gramática Worksheet The preterite of -ar verbs


MIRA EXPRESS 2 Módulo 3 Mis vacacionesUnidad 3 ¿Qué tal lo pasaste? (pp. 46–47)


Reinforce: 8C5 Colloquialisms

Lesson starters Starter 1: Revising time expressions; revising confusable numbersStarter 2: Revising questions using the preterite

Plenary Practising talking about a holiday in the past using the preterite (team game)

Learning targets Giving more details of your holidaysExpressing opinions about past events

Grammar The preterite (opinions about the past)


NC levels 2–5

PoS2a listen for gist and detail2c ask and answer questions3a memorise words and phrases3b interpret meaning5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language

Contexts Personal and social life: holidays and special occasionsPersonal and social life: free time and social activities



AT1/2, 4

Understand vocabulary for expressing an opinionUnderstand a listening text about holidays in the past (where, when, how long for, opinion)Understand a song about holidays in the past

Speaking AT2/5 Make up dialogues about holidays in the past


AT3/4 Understand a song about holidays in the past

Writing AT4/2, 4

Rewrite a word snake as questions and answersWrite a dialogue about a holiday in the past

Key language ¿Qué tal lo pasaste?¡Lo pasé bomba!¡Lo pasé fenomenal!¡Lo pasé guay!¡Lo pasé bien!¡Lo pasé mal!

¿Cuánto tiempo

pasaste allí?Pasé …diez díasuna semanados semanasun mes

¿Con quién fuiste?Fui …con mi familiacon mis padrescon mis amigos


un, unami, misallícon¿cuánto?¿qué?¿quién?ir (preterite)


Pupil’s Book, Te toca a ti, p. 118, ex.1


LiteracyCitizenshipResources CD 2 tracks 000; Cuadernos A and B, p. 00


Pupil’s Book, Mini-test, p. 47



MIRA EXPRESS 2 Módulo 3 Mis vacacionesUnidad 4 Un viaje estupendo (pp. 48–49)


Launch: 9W6 Meanings of syllables; 9W7 Independent work on words; 9L5 Extended/frequent contributions to talkReinforce: 8W5 Verb tenses (present & preterite); 8S7 Present, past & future

Lesson starters Starter 1: Working out the meaning of the suffix –mente; applying recognised patterns to create new language

Starter 2: Using the present tense and preterite appropriately

Plenary Practising using the present tense, preterite, time expressions and question forms.

Learning targets Giving a presentation about holidaysUsing the present and the preterite together

Grammar Distinguishing tenses and using them appropriately (present and preterite)


NC levels 5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions3e develop independence5f use language creatively

Contexts Personal and social life: holidays and special occasionsPersonal and social life: free time and social activities


AT1/5 Understand listening texts about people’s usual holidays/their holidays last yearNote verbs (in the present/preterite) when listening

Speaking AT2/5 Ask and answer questions on a reading textDo a presentation on an ideal holiday


AT3/5 Understand a text about people’s usual holidays/their holidays last year

Writing

Key language Generalmente/Normalmenteme quedo en casavoy a Españasalgo con mis amigos por la nochevamos a la cafetería

Pero el año pasado …fui a Cubafuimos en avionfuimos a la playafuimos a un restaurante italianopintéhice excursiones muy interesantes


el, launamemisconenporperomuyhacer (hice)quedar (quedo)ir (voy, vamos, fui, fuimos)



Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 1 + 2, pp. 27–28Pupil’s Book, Te toca a ti, p. 119, ex. 2



HomeworkNotes Further information on recognising and using different tenses in

Pupil’s Book, Gramática 4.5

Assessment for learning: 00Resource & Assessment Module 3 Gramática Worksheet Contrasting the present tense and the preterite



MIRA EXPRESS 2 Módulo 3 Mis vacacionesUnidad 5 Hispanoamérica (pp. 50–51)


Launch: 9S4 Building answers from questions; 9L1 Listening for inferences; 9C1 Demographic factsReinforce: 9C4 Well-known features of the country; 9C5 Region of the country

Lesson starters Starter 1: Introducing the wider Spanish-speaking worldStarter 2: Using context and grammatical knowledge to complete a text; introducing more detailed descriptions of countries

Plenary Quiz using the Resumen section to review key points of the module (team activity)

Learning targets Learning more about Spanish-speaking countriesCreating a poster about a Spanish-speaking country

Grammar


NC levels 4–5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2c ask and answer questions2i summarise and report5a communicate in pairs, etc.

Contexts The world around us: people, places and customsLearning outcomes … Listening and responding

AT1/4–5

Understand the names of Spanish-speaking countriesUnderstand details given for Spanish-speaking countries (name, capital city, population)Understand a detailed account of a Spanish-speaking country (including information on geography and products)

Speaking AT2/4 Make up dialogues between a quiz master and contestants on a quiz show about Spanish-speaking countries


AT3/5 Understand a detailed account of a Spanish-speaking country (including information on geography and products)

Writing AT4/4 Design a poster advertising a Spanish-speaking country

Key language Está en …NorteaméricaCentroaméricaSudamérica

Latin American countries

¿Cómo se llama la capital de … ?La capital de … se llama …¿Cuántos habitantes tiene … ?tiene … millones de habitantes.

Hay…montañas/volcanesel desiertola selvala llanurael río Amazonas pasa por el país

Los productos principales son …frutacafécaña de azúcarpetróleo


el, la, lossedeenpor¿cómo?¿cuántos?estar (está)ser (son)tener (tiene)hay


Differentiation Reinforcement: Cuaderno A, p.

Extension: Cuaderno B, p. 00Cuaderno B, ¡Extra! 2, p. 28Pupil’s Book, ¡Extra!, pp. 54–55



Pupil’s Book, Resumen, p. 52; Cuadernos A and B, ResumenPupil’s Book, Prepárate, p. 53; Cuadernos A and B, ¡Extra! 1 and 2, pp.Resource & Assessment Module 3 Writing Skills Worksheet Writing a longer text in the preterite



MIRA EXPRESS 2 Módulo 4 La comidaUnidad 1 ¿Qué desayunas? (pp. 60–61)


Launch: 9S1 Changing emphasisReinforce: 9S4 Building answers from questions

Lesson starters Starter 1: Using reading strategies to work out new languageStarter 2: Reviewing time expressions; using reading strategies to work out new vocabulary

Plenary Reviewing and practising time expressions and food vocabulary

Learning targets Talking about mealtimesUnderstanding time expressions

Grammar Time expressions


NC levels 2–4

PoS3a memorise words and phrases3b interpret meaning5a communicate in pairs, etc.

Contexts Everyday activities: food, health and fitness


AT1/2, 4

Understand a listening text on what people eat and drink for various mealsUnderstand a listening text about what someone usually eats and drinks and whenIdentify time expressions in a listening text

Speaking AT2/2 Ask and answer questions to identify what someone eats for various meals


AT3/4 Understand texts about what animal characters usually eat

Writing AT4/3–4

Write responses to a survey

Key language ¿Qué desayunas?¿Qué comes?¿Qué meriendas?¿Qué cenas?Desayuno …Como …Meriendo …Ceno …carne con verdurascereales

frutagalletasmagdalenaspastapatatas fritaspescado con ensaladapizzapollotostadasun bocadillo¿Qué bebes?Bebo …Cola Caotézumo de naranja

No meriendo.No desayuno nada.Nunca como.

¿A qué hora desayunas/cenas?Desayuno a las ocho.Como a la una.a mediodíasiempregeneralmentenormalmentea vecesde vez en cuandotodo el tiempo


el, la, lasunadeenconnotodo¿qué?beber (bebes)comer (como, comes)nadanunca


Pupil’s Book, Te toca a ti, p. 120, ex. 1



Homework

Notes Assessment for learning:



MIRA EXPRESS 2 Módulo 4 La comidaUnidad 2 En el mercado (pp. 62–63)

Framework objectivesLesson starters Starter 1: Introducing higher numbers (100, 200, etc.);

predicting the form of new language using recognised patternsStarter 2: Reviewing the numbers (10, 20, etc.).

Plenary Practising shopping vocabulary and quantities

Learning targets Shopping for foodUsing high numbers

Grammar The preterite (revision of -ar verbs)


NC levels 2–4

PoS1a sounds and writing2c ask and answer questions4c compare home and TL culture5a communicate in pairs, etc.



AT1/2, 4

Understand the vocabulary for the numbers 100–1000Understand a listening text about quantities of food and drinkUnderstand a listening text about food pricesUnderstand a song about quantities of food

Speaking AT2/2–3

Prompt and write out numbers between 100 and 1000Make up dialogues in a food shop, selling and buying food

Reading and respondingWriting

Key language cienciento diezdoscientostrescientoscuatrocientosquinientosseiscientossetecientosochocientosnovecientos

mil

¿Qué quieres?un kilo de …dos kilos de …quinientos gramos de …medio kilo de....chorizojamónmanzanasperasquesotomatesuvaszanahoriasuna barra de panuna lechugaun cartón de lecheuna botella de agua

¿Algo más?Sí, quiero …por favorNada más, gracias.¿Cuánto cuesta?Un euro.Dos euros y veinte.Cuatro euros y veinticinco.


un, unadeysí¿cuánto?¿qué?querer (quiero, quieres)algonadamás



Extension: Cuaderno A, ¡Extra! 1, p. 37Cuaderno B, p. 00



4.4

Assessment for learning:Resource & Assessment Module 4 Gramática Worksheet

Quantities and prices



MIRA EXPRESS 2 Módulo 4 La comidaUnidad 3 En el restaurante (pp. 64–65)


Launch: 9L6 Formality of language

Lesson starters Starter 1: Revising the preterite (-ar verbs); revising food vocabularyStarter 2: Revising vocabulary for restaurant food

Plenary Using the Mini-test to review the language of the unitIdentifying resources for support in learning

Learning targets Eating at a restaurantUnderstanding the difference between tú and usted

Grammar tú/usted


NC levels 2–4

PoS2a listen for gist and detail2c ask and answer questions2d initiate/develop conversations2g deal with the unpredictable3a memorise words and phrases3e develop independence4d knowledge of experiences and perspectives5a communicate in pairs, etc.



AT1/2, 4

Understand listening texts about food/drink items in a restaurantUnderstand a dialogue set in a restaurant (food/drink being ordered)

Speaking AT2/3 Make up dialogues in a restaurant, ordering food/being a waiter


AT3/4 Understand a text about tapas

Writing AT4/4 Write a dialogue set in a restaurant (food/drink being ordered)

Key language ¿Qué vas/va a tomar?De primer plato …De segundo plato …De postre …quiero …ensaladaflanfruta

gambashelado (de chocolate)paellapescadopollosopa de mariscos

¿Para beber?(Quiero) … , por favor.aguaCoca-ColalimonadaTengo hambre.No tengo hambre.Tengo sed.La cuenta, por favor.


laadeparano¿qué?beberir (vas, va)querer (quiero)tener (tengo)tomar


Differentiation Reinforcement: Cuaderno A, p. 00Pupil’s Book, Te toca a ti, p. 120, ex. 2


Literacy Register (informal/formal)

Citizenship Information about other cultures



Pupil’s Book, Mini-test, p. 65Resource & Assessment Module 4 Gramática Worksheet tú and usted



MIRA EXPRESS 2 Módulo 4 La comidaUnidad 4 Une cena especial (pp. 66–67)


Launch: 9W5 Verb tenses (+ conditional) (preterite); 9T5 Simple creative writing

Lesson starters Starter 1: Revising the preterite forms of -ar verbs; practising distinguishing between present and preterite formsStarter 2: Practising recognising verbs in the preterite

Plenary Practising the preterite of regular verbs (all persons) (team game)

Learning targets Talking about a past mealUsing the preterite of -er and -ir verbs

Grammar The preterite (-er/-ir verbs)


NC levels 4–5

PoS2a listen for gist and detail2j redraft and improve writing3a memorise words and phrases3b interpret meaning3d use dictionaries4a work with authentic materials5c express feelings and opinions5d respond to spoken/written language5e use a range of resources

Contexts Everyday activities: food, health and fitnessPersonal and social life: holidays and special occasions


AT1/4–5

Understand listening texts describing a special dinner

Speaking AT2/5 Ask and answer questions about a special meal in the past


AT3/5 Understand a text about a special meal in the pastIdentify preterite forms in a text (and supply related verb forms)

Writing AT4/5 Write a text about a special meal in the past

Key language El fin de semana pasado …salí con...Fui a …un restaurante españolun restaurante muy caroComí ensalada.

Mi compañero/a comió gambas.Compartimos una paella.Bebimos agua.Hablamos de fútbol/música.¡Fue genial!


elun, unamiadeconmuycomer (comí, comió)beber (bebimos)hablar (hablamos)ir (fui)ser (fue)






4.4

Assessment for learning:Resource & Assessment Module 4 Gramática Worksheet The preterite of -er and -ir verbs



MIRA EXPRESS 2 Módulo 4 La comidaUnidad 5 ¿Qué comiste ayer? (pp. 68–69)


Launch: 9S5 Less common negatives; 9L2 Recognising rhetorical devicesReinforce: 9W5 Verb tenses (+ conditional) (preterite)

Lesson starters Starter 1: Revising vocabulary for foodStarter 2: Revising the preterite of -ar, -er, -ir verbs

Plenary Identifying how the Resumen can be used to support learningQuiz using the Resumen section to review key points of the module (team activity)

Learning targets Using the preterite of different verbsWriting an imaginative text

Grammar The preterite (-ar, -er, -ir and irregular verbs)


NC levels 3–5

PoS1b apply grammar2c ask and answer questions5a communicate in pairs, etc.5c express feelings and opinions5f use language creatively



AT1/5 Understand people saying what they like to eat and drink, and what they ate and drank for various meals in the pastUnderstand people giving details of the very unusual things they had to eat and drink

Speaking AT2/3 Ask and answer questions about what they had to eat and drink for various meals in the past


AT3/4–5

Identify and translate preterite verbs by type (-ar -er, -ir, irregular)Summarise the details of a text about the very unusual things people had to eat and drink

Writing AT4/5 Write an imaginative text describing the very unusual things they ate

Key language ¿Qué desayunaste/comiste/cenaste … ?ayer/anteayer/el fin de semana pasada/esta mañana …bebí/comí/cené … /compartí/compré/desayuné/fui/hice/merendé/salí/vi …No cené nada.¡Buagh, qué asco!¡Ay! ¡No puedo más!


eldeayermañana¿qué?beber (bebí)comer (comí)hacer (hice)ir (fui)poder (pudeo)ver (vi)nonadamásesta



Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 2, p. 38Cuaderno B, ¡Extra! 1 + 2, pp. 37–38Pupil’s Book, Te toca a ti, p. 121, exs 2–3Pupil’s Book, ¡Extra!, pp. 72–73

Literacy Writing techniques

Citizenship Cultural informationResources CD 2 tracks 000; Cuadernos A and B, p. 00


4.4

Assessment for learning:Pupil’s Book, Resumen, p. 70; Cuadernos A and B, ResumenPupil’s Book, Prepárate, p. 71; Cuadernos A and B, ¡Extra! 1 and 2Resource & Assessment Module 4 Gramática Worksheet The preterite of -ar, -er and -ir verbs



MIRA EXPRESS 2 Módulo 5 De modaUnidad 1 La ropa (pp. 78–79)


Launch: 9W4 Main inflections; 9T7 Checking workReinforce: 9C3 Youth attitudes to sport/popular culture

Lesson starters Starter 1: Revising the indefinite articleStarter 2: Revising endings for colour adjectives

Plenary Revising the vocabulary for items of clothing and colours

Learning targets Talking about clothesMaking colours agree

Grammar Indefinite article (un/una/unos/unas)Adjective endings: colours


NC levels 2–3

PoS1b apply grammar2g deal with the unpredictable2j redraft and improve writing4b communicate with native speakers4c compare home and TL culture4d knowledge of experiences and perspectives5e use a range of resources5h use language for real purposes

Contexts Everyday activities: home life and school


AT1/2–3

Understand the vocabulary for items of clothingUnderstand a listening text about what people usually wearUnderstand a listening about about how often people wear particular items of clothingUnderstand a listening text about particular fashion looks

Speaking AT2/3 Make up dialogues about what they wear and how often


AT3/3 Work out the meaning of Spanish words using the context of a longer text

Writing AT4/2–3

Write a short text on their own fashion look

Key language ¿Qué llevas?Llevo …un jerseyun vestidouna camisauna camiseta

una faldauna gorrauna sudaderaunos pantalonesunos vaquerosunos zapatosunas botasunas zapatillas de deporte

nuncade vez en cuandoa vecesa menudonormalmentesiempre

amarillo/ablanco/anegro/arojo/aazulgrismarrónnaranjarosaverde


un, unaadeen¿qué?nunca




LiteracyCitizenship Information about other cultures

Resources CD 3 tracks 000; Cuadernos A and B, p. 00; Flashcards 65–76

HomeworkNotes Further information on the indefinite article in Pupil’s Book,

Gramática 1.3, on the singular/plural forms of nouns in Pupil’s Book, Gramática 1.2, and on the agreement of adjectives in Pupil’s Book, Gramática 3.1

Assessment for learning:Resource & Assessment Module 5 Gramática Worksheet Making adjectives agree (2)



MIRA EXPRESS 2 Módulo 5 De modaUnidad 2 El uniforme escolar (pp. 80–81)


Launch: 9S6 Multiple-clause sentences; 9L4 Questions/text as stimulus to talk; 9L5 Extended/frequent contributions to talk

Lesson starters Starter 1: Revising vocabulary for items of clothingStarter 2: Revising the comparative

Plenary Practising using este (all forms) with vocabulary for clothes

Learning targets Talking about school uniformUsing comparative adjectives (más … que)

Grammar ComparativesDemonstrative adjectives (este/esta/estos/estas)


NC levels 2–4

PoS4c compare home and TL culture4d knowledge of experiences and perspectives5b respond to classroom events5c express feelings and opinions5h use language for real purposes



AT1/2, 4

Understand a listening text in which clothes are describedUnderstand a listening text about school uniform

Speaking AT2/3 Describe the clothes their teacher is wearingConduct a survey about school uniform


AT3/2, 4

Rewrite a word snake as pairs of oppositesUnderstand a text about school uniform

Writing AT4/4 Write a paragraph on what they normally wear to school and their opinion of it

Key language este jerseyeste vestidoesta chaquetaesta corbataesta camisetaestos pantalonesestos zapatosestas botas

anticuado/a

barato/abonito/acaro/acómodo/afeo/aguayincómodo/a

Esta chaqueta es cómoda.Estos zapatos son incómodos.

Tengo que llevar uniforme.Para ir al colegio, normalmente llevo …También llevo …(No) Me gusta llevar uniforme.Me gusta porque es práctico.No me gusta porque es incómodo.Es más elegante que llevar vaqueros.


a (al)meparatambiénporquequeser (es, son)tener (tengo)nomáseste, esta, estos, estas

ICT opportunities Producing charts


Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 1, p. 47Pupil’s Book, Te toca a ti, p. 123, exs 1–2

Literacy Comparatives

Citizenship Information about other cultures


HomeworkNotes Further information on this/these in Pupil’s Book, Gramática

3.6, and on comparatives in Pupil’s Book, Gramática 3.3




MIRA EXPRESS 2 Módulo 5 De modaUnidad 3 ¿Qué prefieres? (pp. 82–83)


Launch: 9S2 Order of elements in sentences; 9S8 Inflections as aid to comprehension

Lesson starters Starter 1: Revising the superlativeStarter 2: Revising vocabulary for describing clothes

Plenary Using the Mini-test to review the language of the unit

Learning targets Choosing an item of clothingUsing superlative adjectives

Grammar Superlatives


NC levels 3–4

PoS2c ask and answer questions3a memorise words and phrases3b interpret meaning5a communicate in pairs, etc.5c express feelings and opinions5d respond to spoken/written language5f use language creatively



AT1/3–4

Understand a listening text comparing items of clothing in a catalogueUnderstand a dialogue in a clothes shop, comparing items of clothingUnderstand a listening text about items of clothing purchased and whyUnderstand a song about items of clothing

Speaking AT2/3 Ask and answer questions comparing items of clothing in a catalogue

Reading and respondingWriting AT4/3 Write questions and answers comparing items of clothing in a

catalogue Key language ¿Cuál prefieres?

Este vestido / Esta camiseta es …el más bonito / la menos cómodaEstos zapatos / Estas botas son …los más baratos / las menos prácticas

de rayas

de lunaresestampado/ade manga largade manga cortade tiranteslargo/acorto/ade cuadrosde cuerode tacones


el, la, los, lasde¿cuál?ser (es, son)este, esta, estos, estas


Pupil’s Book, Gramática, p. 93, exs 4–5Pupil’s Book, Te toca a ti, p. 122, ex. 3

Extension: Cuaderno B, p. 00Cuaderno B, ¡Extra! 1 + 2, pp. 47–48Pupil’s Book, Te toca a ti, p. 123, exs 3–4

Literacy Superlatives


HomeworkNotes Further information on superlatives in Pupil’s Book, Gramática

3.4

Assessment for learning:Pupil’s Book, Mini-test, p. 83Resource & Assessment Module 5 Gramática Worksheet Using comparative and superlative adjectives



MIRA EXPRESS 2 Módulo 5 De modaUnidad 4 Vamos a visitar Argentina (pp. 84–85)


Launch: 9S7 Different tenses in sentences; 9T1 Understanding complex language

Lesson starters Starter 1: Revising the near future tenseStarter 2: Revising using the present and near future tenses; revising vocabulary for clothes

Plenary Summarise when present and near future tenses are used, and the time expressions associated with themPractising using the present and near future tenses with clothing vocabulary (team game)

Learning targets Talking about a trip to ArgentinaUsing the present and near future tenses

Grammar Using different tenses (present and near future)


NC levels 3–5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail5a communicate in pairs, etc.

Contexts Personal and social life: holidays and special occasions


AT1/4–5

Understand a listening text about various people’s holidays in Argentina, including details of what they usually wear/are going to wearUnderstand a more detailed listening text about various people’s holidays (where they come from, where they are going on holiday, what they are going to do there, what they normally wear, what they are going to wear)

Speaking AT2/5 Make up a dialogue, asking questions and answering as though they were the character described


AT3/3, 5

Understand a text about various people’s holidays in Argentina, including details of what they usually wear/are going to wear

Writing AT4/3 Rewrite jumbled words to make questions

Key language Cuándo estoy de vacaciones …Normalmente llevo …ropa de deporteuna camiseta de fútbolMañana voy a llevar …

un bañadormis gafas de sol


un, unamisdecuándomañanaestar (estoy)






Resource & Assessment Module 5 Writing Skills Worksheet Writing a longer text in the near future tense; Resource & Assessment Module 5 Gramática Worksheet Using the present and near future tenses



MIRA EXPRESS 2 Módulo 5 De modaUnidad 5 De compras en Barcelona (pp. 86–87)


Launch: 9W5 Verb tenses (+ conditional) (present, preterite & near future together); 9L3 Reporting and paraphrasingReinforce: 9W2 Connectives in complex sentences; 9W6 Meaning of syllables

Lesson starters Starter 1: Using reading strategies to work out new vocabularyStarter 2: Practising using se puede/se pueden

Plenary Summarising using se puede/se pueden

Learning targets Talking about different types of shopUsing se puede to say what can be bought there

Grammar se puede/se pueden + infinitiveDifferent tense usage (present, preterite, near future)


NC levels 3–6

PoS3a memorise words and phrases3b interpret meaning3c knowledge of language3d use dictionaries3e develop independence

Contexts The world around us: home town and local area


AT1/3, 6

Understand the vocabulary for shopsUse a listening text to check answers (which items can be bought in which shops)Understand a listening text about what people have bought and where

Speaking AT2/4 Ask and answer questions about which items can be bought in which shops


AT3/6 Understand and summarise in English the shopping habits of two girls

Writing AT4/6 Write a description of a shopping trip using the full range of tenses (present, preterite and near future)

Key language ¿Dónde se puede comprar … ?carnecomidapanropaun caféun regalo

¿Dónde se pueden comprar … ?pastelesjoyaszapatoslibrosCDs

Se puede(n) comprar … en …un supermercadouna cafeteríauna carniceríauna joyeríauna libreríauna panaderíauna pasteleríauna tienda demúsicauna tienda de ropauna zapatería


launademi, misconyayermuybeber (bebí)comer (comí)ir (voy, fui, fuimos)salir (salí)ser (fue)



Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 2, p. 48Pupil’s Book, ¡Extra!, pp. 90–91


HomeworkNotes Further information on se puede/se pueden in Pupil’s Book,

Gramática 4.8, and on recognising and using different tenses in Pupil’s Book, Gramática 4.5

Assessment for learning:Pupil’s Book, Resumen, p. 88; Cuadernos A and B, ResumenPupil’s Book, Prepárate, p. 89; Cuadernos A and B, ¡Extra!, pp. 00



MIRA EXPRESS 2 Módulo 6 Me duele …Unidad 1 Me duele … (pp. 96–97)


Reinforce: 9W1 Word discrimination; 9S2 Order of elements in sentences; 9S8 Inflections as aid to comprehension; 9T2 Features for effect; 9T7 Checking work; 9L2 Recognising rhetorical devices; 9L6 Formality of language

Lesson starters Starter 1: Revising the forms of gustar – me/te/le gusta(n) – in preparation for learning doler; using grammar knowledge to work out more complicated structures

Starter 2: Revising the parts of the body, the verb doler and the time expression desde hace

Plenary Summarising and practising using doler + parts of the body.

Learning targets Learning the parts of the bodyUsing me duele and me duelen

Grammar doler: me/te/le duele(n)Familiar and formal verb forms


NC levels 2–5

PoS2a listen for gist and detail2c ask and answer questions2e vary language to suit context, etc.5a communicate in pairs, etc.5f use language creatively5g listen and read for personal enjoyment



AT1/2, 4–5

Understanding the vocabulary for parts of the bodyUnderstand details of people’s ailments and how long they have had themUnderstand a song about ailments

Speaking AT2/2, 4

Saying the appropriate part of the body (memory game)Ask and answer questions about ailments and how long they have had them


AT3/5 Understand a song about ailments, identifying the Spanish expressions in it for certain English expressions

Writing AT4/2, 5

Write out Spanish translations of English expressionsWrite another verse for the song about ailments

Key language el brazoel estómago

el piela cabezala espaldala gargantala manola piernala rodillalos oídoslos ojoslas muelas¿Qué te/le duele?Me duele la cabeza.Me duelen los pies.A Luis le duele lagarganta.¿Desde hace cuántotiempo?Desde hace cincohoras/una semana.


el, la, los, lasme, te, lea¿cuánto?¿qué?desde




Literacy Subjects/Objects and verb forms





MIRA EXPRESS 2 Módulo 6 Me duele …Unidad 2 En la farmacía (pp. 98–99)


Reinforce: 9S7 Different tenses in sentences; 9L3 Reporting and paraphrasing

Lesson starters Starter 1: Revising the verbs tener and estar; practising using reference resources

Starter 2: Revising the demonstrative adjective; using grammar knowledge to work out the meaning of new words

Plenary Revising ailments and symptoms

Learning targets Describing symptomsGetting remedies

Grammar tener/estar to talk about ailmentsRevision of demonstrative adjective este


NC levels 2–5

PoS1b apply grammar1c use a range of vocab/structures2a listen for gist and detail2d initiate/develop conversations2i summarise and report5d respond to spoken/written language



AT1/2, 4

Understand the vocabulary for symptoms of illnessUnderstand and note the details of conversations in a pharmacy (symptoms, medicine prescribed, how often medicine is to be taken)

Speaking AT2/3 Ask and answer questions to identify their partner’s symptomsMake up dialogues in a pharmacy, playing the roles of pharmacist and customer

Reading and respondingWriting AT4/3,

5Write an e-mail to refuse an invitation, giving a range of symptoms as an excuseWrite advice in response to people’s health complaints

Key language ¿Qué te/le pasa?No me encuentro bien.Tengo fiebre.

Tengo una picadura.Tengo una quemadura de sol.Tengo diarrea.Tengo tos.Tengo gripe.Tengo catarro.Tengo vómitos.Estoy enfermo.Estoy cansado/a.

¿Tienes algo para el/la…?Hay que …usar esta crematomar estas pastillastomar est jarabetomar estas aspirinastomar estos comprimidosbeber agua

una vez/dos vedes/tres veces al díapor la mañana/la tarde


unalame, te, lea (al)depormañanabienno¿qué?quebeberestar (estoy)tener (tengo)tomarhayeste, esta, estos, estas


Pupil’s Book, Gramática, p. 110, ex. 2Pupil’s Book, Te toca a ti, p. 124, exs 1, 3



HomeworkNotes Further information on tener/estar in Pupil’s Book, Gramática

4.2(d)

Assessment for learning:Resource & Assessment Module 6 Gramática Worksheet estar

(to be)



MIRA EXPRESS 2 Módulo 6 Me duele …Unidad 3 ¿Tienes una dieta sana? (pp. 100–101)


Reinforce: 9W4 Main inflections; 9S1 Changing emphasis; 9S5 Less common negatives; 9L1 Listening for inferences

Lesson starters Starter 1: Reviewing food vocabulary; introducing the concepts of healthy/unhealthy eating

Starter 2: Revising expressions of frequency; revising the vocabulary for healthy/unhealthy eating

Plenary Using the Mini-test to review the language of the unit

Learning targets Talking about healthy and unhealthy foodMaking resolutions for the future

Grammar Direct object pronouns


NC levels 1–5

PoS1b apply grammar2c ask and answer questions2f adapt previously learned language3e develop independence3c knowledge of language3d use dictionaries5b respond to classroom events



AT1/4–5

Understand a text identifying food/drink items as healthy/unhealthy; use this to check answersUnderstand the details of two people doing a questionnaire on healthy eating

Speaking AT2/4 Ask and answer questions about how often they eat/drink certain things (using the direct object pronoun)


AT3/5 Understand a text about what someone eats/drinks and future plans to change his diet; identify the Spanish for English expressions in the text

Writing AT4/1, 5

Sort food and drink words into healthy/unhealthy categoriesWrite a text about what they eat/drink and what changes they are going to make in their diet in future

Key language verdurasgalletaspatatas fritasCoca-cola

frutapescadocafécarameloshuevoslecheaguapasteles

lo/la/los/las como …

todos los díasdos veces a la semanauna vez al mesde vez en cuandonuncacasi nunca


a (a la, al)lo, la, los, lasnuncacomer (como)

ICT opportunities Word-processing/Using a spreadsheet package

Differentiation Reinforcement: Cuaderno A, p. 00Pupil’s Book, Te toca a ti, p. 124, ex. 2

Extension: Cuaderno B, p. 00Cuaderno B, ¡Extra! 1 + 2, pp. 57–58

LiteracyCitizenship Healthy living


HomeworkNotes Further information on direct object pronouns in Pupil’s Book,

Gramática 2

Assessment for learning:Pupil’s Book, Mini-test, p. 101Resource & Assessment Module 6 Gramática Worksheet Direct object pronouns – lo, la, los, las



MIRA EXPRESS 2 Módulo 6 Me duele …Unidad 4 La vida sana (pp. 102–103)


Launch: 9S3 Different tense modalsReinforce: 9W5 Verb tenses (+ conditional) (conditional); 9S6 Multiple-clause sentences

Lesson starters Starter 1: Revising expressions followed by the infinitive; revising modal verbsStarter 2: Revising the preterite

Plenary Summarising deber + infinitiveReading out and discussing e-mail texts giving advice on how to live more healthily

Learning targets Talking about healthy livingUsing para to make more complex sentences

Grammar deber + infinitive


NC levels 4–6

PoS2a listen for gist and detail2d initiate/develop conversations2f adapt previously learned language2h scan texts3b interpret meaning5i work in a variety of contexts



AT1/4–5

Understand and put in order pieces of advice on healthy livingUnderstand conversations in which people talk about their lifestyles and note the details (the positive things they do, the negative things they do, the advice they are given)

Speaking AT2/3, 6

Make up the longest sentence possibly incorporating the phrase Para llevar una vida más sana …


AT3/6 Understand and match e-mails describing health problems with the pieces of advice givenSummarise a health problem question + advice in English

Writing AT4/5 Write an e-mail describing a health problem and a response giving advice on it

Key language Para llevar una vida más sana debes …hacer deporte frecuentementedormir ocho horas al díabeber agua frecuentementecomer más fruta y verdurascomer menos caramelos

No debes …comer comida basurafumar cigarrillostomar drogasbeber alcoholbeber muchos refrescos

Ayer bebí, comí, salí, vi, fumé, hice, jugué


unaa (al)paraybeber (bebí)comer (comí)deber (debes)hacer (hice)jugar (jugué)tomarmásmenosmuchos


Pupil’s Book, Gramática, pp. 110–111, exs 3–4



Citizenship Healthy living





MIRA EXPRESS 2 Módulo 6 Me duele …Unidad 5 Mis pecados (pp. 104–105)


Reinforce: 9W5 Verb tenses (+ conditional) (present, preterite & near future together); 9L4 Questions/text as stimulus to talk

Lesson starters Starter 1: Revising preterite, present and near future tense of key verbsStarter 2: Revising using different tenses

Plenary Quiz using the Resumen section to review key points of the module (team activity)

Learning targets Talking about lifestyle changesUsing three tenses together

Grammar Using different tenses (preterite, present, near future)


NC level 6

PoS1b apply grammar1c use a range of vocab/structures2c ask and answer questions2g deal with the unpredictable4b communicate with native speakers4c compare home and TL culture4d knowledge of experiences and perspectives5d respond to spoken/written language5i work in a variety of contexts

Contexts Everyday activities: food, health and fitnessPersonal and social life: free time and social activities


AT1/6 Understand a text about a night on the town and the morning after

Speaking AT2/6 Ask and answer questions as though they were the character describing his night out/morning after


AT3/6 Identify the verbs in a text by tense (preterite, present, near future)Complete a gap-fill text on lifestyle (past/present/future plans)

Writing AT4/6 Write a blog on lifestyle (past/present/future plans)

Key language Language from Module 6


ayermañana

¿adónde?¿cómo?¿qué?beber (in three tenses)comer (in three tenses)hacer (haces)ir (in three tenses)jugar (in three tenses)salir (in three tenses)



Extension: Cuaderno B, p. 00Cuaderno A, ¡Extra! 1 + 2, pp. 57–58Pupil’s Book, ¡Extra!, pp. 108–109Pupil’s Book, Te toca a ti, p. 125, exs 2–3


HomeworkNotes Further information on using different tenses in Pupil’s Book,

Gramática 4.5

Assessment for learning:Pupil’s Book, Resumen, p. 106; Cuadernos A and B, ResumenPupil’s Book, Prepárate, p. 107; Cuadernos A and B, ¡Extra!Resource & Assessment Module 6 Gramática Worksheet Combining the preterite, the present and the near future tenses; Resource & Assessment Module 6 Writing Skills Worksheet Writing creatively

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